Based on the design constraints in the learner and context analysis, data, observations, and comments collected in the formative evaluation, and post-instructional discussion with the test subjects, the following revisions may need be necessary to the instructional materials:
Analysis Phase
Learner and Context Analysis
Learner and context analysis acknowledges several important design and delivery constraints imposed upon the instruction due to the time requirements of this course.
In order for this instruction to be implemented in the real work setting, where instructors will be accessing instructional materials electronically and be required to acquire/supply all necessary software and hardware, further instruction is needed for how to download and install the Camtasia Studio 7 application on a personal computer. This instruction will either be added to the existing instructional materials or a separate job aid will need to be developed.
In a real work setting, instructors may be using Win XP or Win 7 operating systems. The existing instructional materials are developed for Win XP operating system. In order to develop instructional materials for Win 7 operating system the existing Goal and Instructional Analysis will need to be compared to steps required to complete the same process in the Win 7 operating system. If minor cosmetic appearances of the GUI are the only difference, then revisions to instruction will not be necessary. The assumption being that the education level of the target audience (master and ph.d level) will allow for generalization between the two operating systems and efficient transfer of knowledge and skills from learning setting to work setting to occur. However, if differences in the performance objectives exist then some revision may be necessary. Depending on the number of differences, the revisions might include elaborative text and/or screen shot "call outs" demonstrating the difference in the specific performance objective between the two OS or the development of an entirely new instructional unit specific to the Win 7 OS based on existing materials.
In a real work setting, instructors may use other forms of microphones than a USB connector and/or a headset. For example, 3.5mm connector, desktop microphone or lapel microphone. Additional information might be necessary to address how to recognize a 3.5mm microphone connector and 3.5mm computer microphone jack. In addition, elaborative text in the form of tips or help information might be necessary to address proper use of desktop or lapel microphones.
The resulting product of the instructional materials requires further processing before the recorded instruction can be easily accessed by online students. The recommended method for online delivery to a wide audience is through KSU Tube. Instructional materials currently exist for instruction in how to upload and distribute course materials to online students via KSU Tube. Although instructional materials will not need to be developed, instructors will need to be informed of the need for such resources and links provided to existing instruction. This information should be added to the instructional materials in this unit.
Based on the proposed revisions above, each phase of the existing ID document would need to be revised to ensure congruence. However, such revisions to expand and improve existing instructional materials will not occur before necessary revisions indicated by the current formative evaluation take place. Necessary revisions to the existing instructional materials are detailed in the Design Phase below.
Design Phase
Pre-requisites Test
Pre-requisite knowledge and skills will be listed in the introduction to the lesson, however, administration of a pre-requisites test will be dropped from the final instruction. From the education level of the target audience (master and ph.d level) it can be assumed that given a list of pre-requisites the target audience has sufficient metacognative skills to determine whether or not they have the knowledge and skills to take the instruction. If not, it can be assumed they have sufficient knowledge of how to independently research and gain the necessary skills. In addition, elaborative text and screen shots have been included in the instruction to provide tips and help with knowledge and skills that might not be considered very basic computing skills, such as recognizing USB microphone connector.
It should be noted, however, that in the case the pre-requisites test should need to be administered in the further design and development of this instruction that the directions for the tester need to be revised to include checking that the mouse is correctly set up for left or right hand test subjects. This might also include adding a step to inquire about which hand the test subject would prefer to use to take the pre-requisites test. Once set, then the equipment would be ready for the test subject to take the following instruction and post-instructional assessment. Additional direction for returning the mouse to its pervious state upon completion of the instruction would also need to be included in the post-instructional assessment directions for the tester.
Pre-instructional Assessment
The pre-instructional assessment will be dropped from both formal evaluation and final instruction. From the education level of the target audience (master and ph.d level) it can be assumed that the target audience has sufficient metacognative skills to determine whether or not they have the knowledge and skills to successfully create a narrated PowerPoint presentation using Camtasia Studio 7 and Microsoft Office PowerPoint prior to taking instruction.
Post-instructional Assessment
The post-instructional assessment will be repackaged as an additional practice exercise in the final instruction. Sample files will be made available for download to a personal computer via the internet and the World Wide Web.
It should be noted, however, that in the case a post-instructional assessment were needed in the future the evaluation checklist would need to be revised. The existing evaluation sheet is very difficult to score while observing the test subject; in the existing materials each performance objective needs to be checked off. The evaluation check list should be revised so only the main performance objectives of each cluster need to be checked off; though all the performance objectives would be listed. If a problem is encountered during the assessment, the time required by the test subject to correct the action performed or to ask a question will allow the tester to focus on the specific performance objective, listed under the main performance objectives in the cluster, in question and make appropriate comments or observations.
Design Document
Future revisions to the existing print-based instructional materials based upon the need to add additional instructional materials as listed in the possible revisions under the learner and context analysis phase above, and listed in the development phase of instructional materials, should not require changes to the design document. The addition of video instructional materials, a preview/overview as suggested in the post-instructional discussion with test subjects, may require the addition of strategies specific to moving visuals with audio and video delivery. However, sequencing and clusters of objectives would not need to be revised and would act as the story board and outline of a narrative script for a video preview/overview of the lesson.
Development Phase
Instructional Materials
The following revisions will be necessary to the instructional materials:
Elaborative text about whether or not student needs to activate microphone will be clarified to eliminate confusion.
Color of screenshots not accurately representing color on screen will not be an issue in final product as it will be available as electronic document (.pdf). In addition, instructors will need to print on their own personal printer which will most likely be monochrome, so will eliminate issue color issue entirely. (Will need to include directions to print document in introduction section of instructions).
Future narrative scripts will be revised to eliminate difficult to pronounce words.
Comment about lose sheets of the instruction getting in the way, getting mixed up and out of order will not be relavant to final product; instructors will print on personal computer and mange according to personal organization preference. For future trial runs, instructional materials will be spiral bound.
More explicit elaborative text will be provided to eliminate confusion about knowing whether or not the recording process was stopped. Additional screenshot may be added if appropriate for visual reinforcement.
Hesitation and reviewing/re-reading instruction at points where screenshots depicted only part of a whole window on the computer screen, especially related to instructions asking test subject to click on a button associated with the window on the screen, will be eliminated by providing screenshot of the entire window described in the elaborative text.
More explicit elaborative text will be provided to inform instructor expectation of how they will receive audio feedback while speaking into the microphone.
Terminology used to describe results of dangerous audio level "clipping" will be eliminated or reworded to eliminate unnecessary confusion.
More explicit elaborative text will be provided to eliminate confusion about audio level color bar indicator levels - good vs. bad
More explicit instructions will be provided to eliminate confusion with performance objective substep 3.4.3; hovering mouse over button results in pop-up and confuses test-subjects resulting in trying to first click on selection in pop-up and not on button. Additional screenshot may be added if appropriate for visual reinforcement.
More explicit instructions will be provided to eliminate confusion whether to leave headset during the course of instruction, or to take off and put headset back on to listen to the preview of recorded narrated presentation.
Revision Report
Based on the design constraints in the learner and context analysis, data, observations, and comments collected in the formative evaluation, and post-instructional discussion with the test subjects, the following revisions may need be necessary to the instructional materials:
Analysis Phase
Learner and Context Analysis
Learner and context analysis acknowledges several important design and delivery constraints imposed upon the instruction due to the time requirements of this course.
Based on the proposed revisions above, each phase of the existing ID document would need to be revised to ensure congruence. However, such revisions to expand and improve existing instructional materials will not occur before necessary revisions indicated by the current formative evaluation take place. Necessary revisions to the existing instructional materials are detailed in the Design Phase below.
Design Phase
Pre-requisites Test
Pre-requisite knowledge and skills will be listed in the introduction to the lesson, however, administration of a pre-requisites test will be dropped from the final instruction. From the education level of the target audience (master and ph.d level) it can be assumed that given a list of pre-requisites the target audience has sufficient metacognative skills to determine whether or not they have the knowledge and skills to take the instruction. If not, it can be assumed they have sufficient knowledge of how to independently research and gain the necessary skills. In addition, elaborative text and screen shots have been included in the instruction to provide tips and help with knowledge and skills that might not be considered very basic computing skills, such as recognizing USB microphone connector.
It should be noted, however, that in the case the pre-requisites test should need to be administered in the further design and development of this instruction that the directions for the tester need to be revised to include checking that the mouse is correctly set up for left or right hand test subjects. This might also include adding a step to inquire about which hand the test subject would prefer to use to take the pre-requisites test. Once set, then the equipment would be ready for the test subject to take the following instruction and post-instructional assessment. Additional direction for returning the mouse to its pervious state upon completion of the instruction would also need to be included in the post-instructional assessment directions for the tester.
Pre-instructional Assessment
The pre-instructional assessment will be dropped from both formal evaluation and final instruction. From the education level of the target audience (master and ph.d level) it can be assumed that the target audience has sufficient metacognative skills to determine whether or not they have the knowledge and skills to successfully create a narrated PowerPoint presentation using Camtasia Studio 7 and Microsoft Office PowerPoint prior to taking instruction.
Post-instructional Assessment
The post-instructional assessment will be repackaged as an additional practice exercise in the final instruction. Sample files will be made available for download to a personal computer via the internet and the World Wide Web.
It should be noted, however, that in the case a post-instructional assessment were needed in the future the evaluation checklist would need to be revised. The existing evaluation sheet is very difficult to score while observing the test subject; in the existing materials each performance objective needs to be checked off. The evaluation check list should be revised so only the main performance objectives of each cluster need to be checked off; though all the performance objectives would be listed. If a problem is encountered during the assessment, the time required by the test subject to correct the action performed or to ask a question will allow the tester to focus on the specific performance objective, listed under the main performance objectives in the cluster, in question and make appropriate comments or observations.
Design Document
Future revisions to the existing print-based instructional materials based upon the need to add additional instructional materials as listed in the possible revisions under the learner and context analysis phase above, and listed in the development phase of instructional materials, should not require changes to the design document. The addition of video instructional materials, a preview/overview as suggested in the post-instructional discussion with test subjects, may require the addition of strategies specific to moving visuals with audio and video delivery. However, sequencing and clusters of objectives would not need to be revised and would act as the story board and outline of a narrative script for a video preview/overview of the lesson.
Development Phase
Instructional Materials
The following revisions will be necessary to the instructional materials:
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